越南高校汉语课程设置的略论和思考The analysis and thinking of the Chinese course in the University of Vietnam 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 跟着近十年来越南涌现的“汉语热”的升温，越南语论文题目，汉语在越南愈来愈遭到看重，越南语毕业论文，汉语教授教养在越南的成长也极端敏捷。但是与此同时，很多成绩也随之而来。越南的汉语教授教养，特殊是汉语课程设置出现出绝对无序的状况，课程的设置缺少体系性，也没有设置课程的根本规矩和尺度，各所黉舍都是依据黉舍的详细情形来设置课程，或许这是让越南汉语教授教养还没有到达一个较为完美的水平的主要缘由之一。同时，越南高校汉语教授教养课程设置的成绩历来没有人存眷到，也没有人对此停止过研究。我们以为，课程设置这一成绩曾经作用到了越南汉语教授教养的成长速度和标准性，值得学界予以年夜力存眷。本文以越南高校汉语教授教养的课程设置为研究对象，并将越南高校的中文教授教养分红三个种别停止查询拜访及剖析。第一类是越南三所高校中文系的课程设置；第二类是越南三所高校中文专业的课程设置；第三类是越南三所高校汉语二外的课程设置。本文还联合对高校先生的问卷查询拜访，找出越南高校中文课程设置存在的成绩，提出看法和建议，以增进越南高校汉语课程设置的成长。全文主体共有五章：第一章“绪论”：引见研究配景、越南汉语教授教养的汗青和现状、研究意义、研究办法。第二章“越南三所高校中文系的课程设置”：该章详细引见并剖析三所高校中文系汉语课程设置的情形，剖析查询拜访成果，总结这类黉舍汉语课程设置的特色和存在的成绩。第三章“越南三所高校中文专业的课程设置”：该章引见并剖析三所高校中文专业汉语课程的设置情形，剖析查询拜访成果，总结这类黉舍汉语课程设置的特色和存在的成绩。第四章“越南三所高校汉语二外的课程设置”：该章详细引见并剖析三所黉舍中文作为第二外语的课程设置情形，剖析查询拜访成果，总结出这类黉舍汉语课程设置的特色和存在的成绩。第五章“总结与思虑”：自己对三类九所黉舍的汉语课程设置停止整合性的比较剖析和整体思虑，并提出相干建议。 Abstract: In the past ten years, the rise of "Chinese fever" in Vietnam, the Chinese language in Vietnam has been more and more valued, the Chinese teaching in Vietnam is also extremely agile growth. But at the same time, a lot of results also follow. Vietnam of Chinese teaching, especially Chinese curriculum as the absolute disorderly situation, curriculum lacks system, nor the curriculum basic regulations and standards. The school is for schools to set the course, perhaps this is for Chinese teaching in Vietnam has not reached a perfect level of one of the main reasons. At the same time, the Vietnamese Chinese teaching courses set the results have been no one to pay attention to, and no one has stopped. We believe that the course of this issue has affected the growth rate and the standard of Chinese teaching in Vietnam, it is worth learning to be the focus of attention. This article is based on the teaching of Chinese language teaching in Vietnam University as the research object, and the Chinese teaching in Vietnam, the Chinese professor of dividends three kinds of do not stop the inquiry and analysis. First is the three universities in Vietnam's Department of Chinese curriculum setting; the second kind is three universities in Vietnam Chinese professional curriculum; the third is curriculum of Chinese as a second language in three universities in Vietnam. This paper also combined with the university student's questionnaire survey to find out the achievements of the Chinese curriculum, put forward opinions and suggestions, in order to enhance the growth of Chinese curriculum. The full text of the main body of five chapters: the first chapter "Introduction": introduce research background, the history and current situation of Vietnam Chinese teaching, research significance, research methods. The second chapter "Vietnam three in the Department of Chinese language curriculum settings: the chapter gives a detailed introduction and analysis three University Department of Chinese language curriculum situation, analysis of the survey results, summarize the schools Chinese curriculum setting characteristics and existing problems. The third chapter "three universities in Vietnam Chinese professional curriculum settings: this chapter introduces and analysis set of three universities in Chinese professional Chinese courses, analysis of survey results, summarize the schools Chinese curriculum setting characteristics and existing problems. The fourth chapter "Vietnam three institutions of higher learning Chinese as a second language curriculum settings: the chapter gives a detailed introduction and analysis three school happen the Chinese as second foreign language course set, analysis of survey results, summed up the schools of Chinese curriculum characteristics and existing problems. The fifth chapter "summary and thinking": three types of nine schools in the Chinese curriculum to stop the integration of comparative analysis and overall consideration, and put forward relevant recommendations. 目录: |
